AY 2017-2018 Assessment - Northwestern State University...AY 2017-2018 Assessment The data shows that all students enrolled in HMT 1050 (Professionalism in Hospitality Management and

AY 2017-2018 Assessment

College of Business and Technology Division or Department: Hospitality Management and Tourism, BS

Prepared by: Valerie Salter / Connie Jones Date: 6/15/2018

Approved by: Margaret Kilcoyne Date: 6/15/2018

Northwestern Mission. Northwestern State University is a responsive, student-oriented institution that is committed to the creation, dissemination, and acquisition of knowledge through teaching, research, and service. The University maintains as its highest priority excellence in teaching in graduate and undergraduate programs. Northwestern State University prepares its students to become productive members of society and promotes economic development and improvements in the quality of life of the citizens in its region.

College of Business and Technology Mission. The College of Business and Technology is dedicated to providing a high quality – market responsive business and technology education, preparing our diverse student population for successful careers and enriched lives in the public, private and nonprofit sectors, and enhancing our students’ academic experiences through our research and scholarly activities. (Adopted September 28, 2015, 04/13/2018)

Hospitality Management and Tourism Mission Statement: The mission of Hospitality Management and Tourism at Northwestern State University is to foster a diverse student-centered learning environment that empowers individuals, prepares them to be successful industry professionals, and lead enriched lives by providing relevant coursework, experiential learning, and service-based involvement throughout the entirety of the degree program.

Providing industry-relevant coursework: Faculty members are responsive to current industry standards, needs, issues and trends in the hospitality and tourism industry integrated with insights from industry stakeholders and provide relevant lecture, experiences, and instruction based on such information.

Providing experiential learning: The degree program facilitates numerous and progressive opportunities for students throughout their college career to gain professional experience preparing them for careers in the hospitality and tourism industry.

Providing service-based learning: Faculty utilize and encourage service-based learning projects, events, and other activities to engage students throughout their coursework.

Purpose: To prepare students for careers as management-level professionals in the community, state, regional and worldwide hospitality industry.


Methodology: The assessment process includes:

(1) Data from assessment tools (both direct – indirect, quantitative and qualitative) are

collected and returned to the assessment coordinator,

(2) The assessment coordinator will analyze the data to determine whether the

applicable outcomes are met,

(3) Results from the assessment will be discussed with the appropriate staff,

(4) Individual meetings will be held with staff as required (show cause);

(5) The assessment coordinator, in consultation with the staff and senior leadership, will

determine and propose changes to measurable outcomes, assessment tools for the

next assessment period and, where needed, service changes.

Student Learning Outcomes (SLOs) SLO 1. Select career goals within the hospitality industry and identify effective strategies for achieving them.

Course Map: tied to course syllabus objectives. HMT 1050 HMT 4030 (and/or HMT 4500)

Measure: 1.1. (Direct- Student artifact; from HMT 1050; Written Document) Details/Description: Students will complete activities and/or assignments in which they identify at least two career goals within the hospitality industry and two specified strategies for achieving each career goal, identify professional traits, and/or understand workplace issues.

Acceptable Target: Two career goals with two strategies to achieve each goal

Ideal Target: Three career goals with three strategies to achieve each goal. Finding: The ideal target was met.

Analysis: In AY 2016-2017, the target was met as students achieved the target with

minimal examples provided in class, but they lacked the comprehensive nature that

was expected. Based on analysis of the AY 2016-2017 results, in AY 2017-2018,

students were provided with in-depth examples and discussions about various career

paths within the hospitality industry over the course of several class meetings. Like

2016-2017, the students enrolled in HMT 1050 in 2017- 2018 also met the ideal target.

35 out of the 35 students completing the Career Research Assignment identified at

least three careers within the hospitality industry along with the strategies necessary to

achieve these goals. Although the ideal target for measure 1.1 requires students to

identify three career goals and three strategies to achieve each goal, students were

asked to complete more than three career goals and strategies if they were able to.

Most students (73%) were able to identify more than three career goals and strategies.

While identifying more than three was not the target (two was the acceptable target

and three was the ideal target), this result is an improvement over AY 2016-2017 and is

due to more in-depth discussions about career paths, available careers, and strategies

to achieve certain careers in class.


The data shows that all students enrolled in HMT 1050 (Professionalism in Hospitality

Management and Tourism) during the Spring 2018 semester provided more than

adequate responses for the number of career goals in this assignment, one of 13

assignments in the Spring 2018 course. They also provided two strategies for each

career goal. It is important for students in the introductory classes to understand the

career opportunities available to them and the necessary experience required to enter

the various careers.

This assignment was given due to faculty members recognizing a need for students to

understand the vast amount of career opportunities within the hospitality industry. In AY

2017-2018, the instructor provided additional examples and explanations of the

assignment and created increased commitment from current students with examples of

recent students.

The assignment successfully met the target because careers in the hospitality industry

were discussed at length in the HMT 1050 course with many examples of careers,

career paths, and Excellent buy in, the relevance of assignment peer discussions.

Additionally, the students were provided with information that informed them of how

broad the hospitality industry is and the endless career opportunities it affords around

the world. HMT alumni with careers in the industry were also discussed and showcased

throughout the course. The course contained a mix of both traditional and non-

traditional students who were able to openly discuss their experiences in the industry

and the various career paths they’ve had thus far.

The assignment was initially created and later lengthened considering the many

different sectors and careers available in hospitality, and this likely helped exceed the

target results. In comparison to last year’s results, student learning remains at 100%

success in meeting the target.

Action - Decision or Recommendation: Based on the analysis of the 2017-2018

results, evidence from last year to this year indicates that students were successful in

identifying various career opportunities in the industry through the required assignment.

In 2018-2019 the assignment will remain in the introductory course and faculty will

consider adding it to other introductory courses. Adding the assignment to other

introductory courses would give students further practice in writing as well as better

orient them to thinking in terms of their careers early in the degree program.

Additionally, in AY 2018-2019 faculty will give varying written assignments and in-class

exercises amongst the introductory courses (HMT 1000 and HMT 1050) to avoid

repetition. Faculty will evaluate the rigor of the activity and make revision

recommendations based on their evaluation.


Note: Examples of the Career Research Assignment can be found on the next page.

These example student artifacts are associated SLO 1.1 and deal directly with the content

of SLO 1.

Student Artifact 1 for SLO 1, Measure 1, HMT 1050



Measure: 1.2. (Direct – Resume; HMT 4030; Written Document)

Details/Description: Students will prepare a professional resume, edit according to professor’s recommendations, and finalize it to meet course goals for professional resume preparation.

Acceptable Target: Within 2 submissions, students will score 70% or better on their resume.

Ideal Target: Within 2 submissions, students will score 80% or better on their resume.

Finding: The acceptable target was not met.

Analysis: In AY 2016-2017 all students met the acceptable target. Based on the of the

AY 2016-2017 results the following actions were taken in AY 2017-2018 to drive

improvement in student learning: students were required to submit a professional

resume, search for an appropriate internship, submit the internship requirements to the

instructor, and submit the corresponding resume and cover letter to the instructor in the

HMT 4030 course. As a result, in AY 2017-2018 the target was not met. 15 students

(68.1%) scored 80% or better on their resume. 16 students (72.7%) enrolled in HMT

4030 (Perspectives in Hospitality Management and Tourism) scored 70% or better on

their resumes within 2 submissions or less. 6 students (27.2%) scored 50% or lower.

The target for the resume assignment was not reached due to several students failing to

complete the resume assignment successfully due to not turning in final edits and not

implementing the detailed feedback as provided by the instructor. The final resume edits

were due at the end of the semester which may also provide a factor as to why students

failed to turn in final edits. Typically, students have many assignments, exams, and

projects due at the end of the semester and it is a very stressful time for them.

Additionally, a final major project in another HMT course was due at the end of the semester and students were very preoccupied and stressed over the final major project.

In a change from AY 2016-2017, in this year’s assessment cycle (2017-2018), students were required to submit both cover letter and resume assignments after multiple edits by the instructor. Several students gained internships through the exercise in which they had to had to submit the completed resume and cover letter for internship positions. Earning and successfully completing internships is a mandatory part of the HMT

program. Student buy-in was created with examples of recent student success with

resumes. Additionally, more emphasis on the assignment and one-on-one assistance

was provided by the course instructor as well as all faculty members. Students were

also provided increased opportunities to volunteer and “build resumes”. It is hoped that

these changes would help enhance student learning and better prepare students for the

job market.

Last year’s data proved that the acceptable target was met. In considering this year’s

data, it is evident that the target has not been met, and some changes for AY 2018-

2019 need to be considered. The resume assignment scores for nearly a third of the

students enrolled in the class are especially concerning due to this portion of students


earning a score of 50% or less on the required assignment. In the HMT 4030 course,

students should gain a thorough understanding of resume building, writing, and design.

Emphasis continues to be placed on the resume being vital to securing job interviews.

The target for the resume assignment was not reached due to several students failing to

complete the resume assignment successfully due to not turning in final edits and not

implementing the detailed feedback as provided by the instructor. The final resume edits

were due at the end of the semester which may also provide a factor as to why students

failed to turn in final edits. Typically, students have many assignments, exams, and

projects due at the end of the semester and it is a very stressful time for them.

Additionally, a major final project in another HMT course was due at the end of the

semester and students were very preoccupied and stressed over the major final project.

Action - Decision or Recommendation: As a result of the analysis of the AY 2017-

2018 results, in AY 2018- 2019 the resume assignment will require additional elements

such as a higher point value in the course to encourage students to complete edits

throughout the semester, especially the final edit based on the instructor’s feedback.

The resume assignment is essential in the HMT 4030 course so that students are

ready and able to present their resumes to prospective employers for their internships

and in their future careers. Additionally, this assignment aids students in their written

communication skill development. In the upcoming assessment cycle (2018-2019) this

assignment will be reviewed with the instructor and changes to the point value and the

editing process will be discussed to include any needed changes to meet the

suggested target. The HMT program’s goal is continuous improvement in student

learning, and therefore, changes will be instituted to improve student learning. Some

changes that may be considered are: 1) starting the resume process earlier in the

semester and/or in introductory courses, 2) considering making the resume assignment

worth more points within the course grade, and 3) other suggestions faculty may have.

Going forward, we will have the same instructor teaching the course instead of rotating

instructors.

Note: Examples of the students’ professional resume can be found on the next two

pages. These example student artifacts are associated SLO 1.2 and deal directly with

the content of SLO 1.





(Student artifact 2 continued from prior page)



SLO 2. Demonstrate effective communication skills through various modes including spoken, written and digital means.

Course Map: tied to syllabus objectives.

HMT 1000- Individual Presentations HMT 1050- Group Presentations HMT 4030- Oral Interviews (Mock Job Interviews) HMT 4500- Internship Portfolio

Measure: 2.1. (Direct- Student artifacts from HMT 1000, HMT 1050, HMT 4030, HMT 4500)

Details/Description: Students will complete a written research paper or other extensive written assignments throughout the courses listed: HMT 1000, HMT 1050, HMT 4030 and HMT 4500.

Acceptable Target: 60% of students will complete the assignments with 75% or above.

Ideal Target: 70% of students will complete the assignments with 75% or above.

Finding: The ideal target was met.

Analysis: In AY 2016-2017 the ideal target was met with 72% of students scoring 75%

on the written research paper assignment in HMT 1000. Based on the analysis of the

AY 2016-2017 results the following actions were taken in AY 2017-2018 to drive

improvement: faculty met to discuss the rubric used to assess the HMT 1000 written

assignment and determined that the current rubric in place remained acceptable at this

time. For other course assignments, specifically the comprehensive written portfolio in

HMT 4500, the faculty met and made changes to the reflection assignments in AY

2017-2018. Faculty were asked to utilize the same course shells and were trained on

providing more frequent and relevant feedback to students throughout the semester.

HMT 4500 portfolio documentation and assignments were added to the HMT 4030

syllabus. 7 out of 8 students (87.5%) scored 75% or above on the written component of

the comprehensive portfolio requirement in HMT 4500. In comparison to AY 2016-

2017, in AY 2017-2018 more students were successful in meeting the ideal target for

this student learning outcome.

Students enrolled in HMT 4500 (Field Experience in Hospitality Management &

Tourism) are required to complete weekly written logs detailing their work experience,

personal reflections, and theoretical connections to the classroom during their

internships. These weekly logs are a large component of the comprehensive portfolios

that students turn in as a course requirement. The findings show most of the students

in the course meet competencies for written skills as required. It is essential for

students in introductory courses and throughout the curriculum to become familiar with

the written and oral skill requirements of many college courses and the skills needed to

become a professional in the hospitality industry. This assignment has been included in

HMT 4500 for many years.


In some instances of reflection during weekly logs for HMT 4500, faculty noted that

students were merely stating activities that were experienced during the week instead

of writing about their personal reflection and classroom connections related to the

experiences during the week. In striving for continuous improvement, the faculty will

continue assessing the results of this measurement to determine if the rubric needs to

be redeveloped (to include any additional skills that may be needed).

Action - Decision or Recommendation: Based on the analysis of the AY 2017-2018

assessment results in AY 2018-2019 HMT faculty will meet to discuss the rigor of the

written documentation required for the HMT 4500 portfolio, the ongoing evaluation of

the written documentation throughout the semester, and the format of the final portfolio.

HMT faculty will also discuss the success and challenges of implementing the

introduction of these documents in the HMT 4030 course so that student receive an

introduction to the in-depth documentation procedures and are able to have

discussions with faculty members about these documentation procedures in a

classroom environment. Although the scores in the course were acceptable for the

written components considered last year and this year, HMT faculty are now requiring

additional in-depth reflection practice throughout the curriculum to enhance the quality

of reflection and engage students in detailed writing practices. Typically, this reflection

is taking place in CULA 3070, CULA 3250, and HMT 3050 after students execute

events involving food and guest service.

Note: Examples of the students’ HMT 4500 portfolio documentation can be found on

the next two pages. These example student artifacts are associated SLO 2.1 and deal

directly with the content of SLO 2.


Student Artifact 1 for SLO 2, Measure 2.1, HMT 4500


(Student Artifact 1 continued from prior page)


Student Artifact 2 for SLO 2, Measure 2.1, HMT 4500


(Student Artifact 2 continued from above)


Measure: 2.2. (Direct- Student oral presentations from HMT 1000, HMT 1050, HMT 4030, HMT 4500)

Details/Description: Students will complete an oral presentation throughout the courses listed: HMT 1000, HMT 1050, HMT 4030 and HMT 4500.

Acceptable Target: 60% of students will complete the assignments with 75% or above.

Ideal Target: 70% of students will complete the assignments with 75% or above.


Analysis: In AY 2016-2017 the acceptable target was met due to the rubric used to

assess the students on this project allowing clear expectations to be communicated.

Based on the analysis of the AY 2016-2017 results the following actions were taken to

continue to build on improvement in student learning: faculty met to discuss the rubric

currently used and determined no changes or additions needed to be made. Based on

the analysis of the results in 2016-2017, written and oral presentation skills have been

embedded in additional courses throughout the curriculum such as CULA 3250 and

CULA 3070 in AY 2017-2018. The faculty were asked to give details and/or rubrics to

increase student understanding of assignments, and in AY 2017-2018, 22 out of 29

students (75.8%) scored 75% or above on the oral presentation assignment in HMT

1000. In comparison with AY 2016-2017 results, students meeting the acceptable

target grew from 68% to 75.8% which placed the outcome of this SLO into the ideal

target range. The changes instituted in AY 2017-2018 likely helped improve the

evidence of student learning.

Students enrolled in HMT 1000 (Introduction to Hospitality Management and Tourism)

are required to complete a written and oral project on a basic research topic that related

to the hospitality industry. The findings show that most students in the introductory

course meet competencies for written and oral skills as required. Students in the

hospitality field must have excellent oral communication skills as many employees are

constantly interacting with guests and fellow employees. Also, these communication

skills can provide prospective employers with their first impression of the student. With

advanced oral communication skills, students will be able to display confidence and

poise in the professional setting.

Action - Decision or Recommendation: Based on the analysis of the 2017-2018 results the oral presentations based on students’ research papers in HMT 1000 will be a component of the final paper and presentation of this course. Faculty will assess the results of this measurement to determine if the rubric needs to be redeveloped (to include any additional skills that may be needed). Additional oral presentations will be embedded in other HMT courses so that students become more proficient and confident in these skills. As of now, HMT 1050 (Introductory to Professionalism in HMT) and HMT 3050 (Meal Mgmt.) are the other courses which include formal oral presentations. Faculty will discuss assessment methods of these formal presentations and consider uniform rubrics and/or assessment methods for these presentations.


Note: The rubric used for HMT 1000 oral presentations can be found below or on the

next page. Scores for the final written paper (total points available = 75) and

corresponding oral presentation (total points available = 75) are on the next page after

the rubric. These artifacts are associated with SLO 2.2 and deal directly with the content

of SLO 2.

Artifact 1 for SLO 2.2, HMT 1000



SLO 3. Implement critical thinking skills to utilize diverse approaches to determining alternative solutions for issues.


HMT 3050- Exam Question (single question) HMT 4200- Marketing Research Paper

Measure 3.1. (Direct- Student artifacts from HMT 3050, HMT 4200)

Details/Description: Students will complete critical thinking-based question and/or assignments in the following courses: HMT 3050 and HMT 4200.

Acceptable Target: 60% of students will score a 70% average or better.

Ideal Target: 70% of students will score a 70% average or better.



Analysis: In AY 2016-2017, the target was not met. Based on analysis of the 2016-2017 results, the faculty agreed to provide critical thinking examples throughout the semester and curriculum in AY 2017-2018. Specifically, in HMT 3050, critical thinking questions were added to every exam. More emphasis was placed on activities to promote critical thinking. As a result, in AY 2017-2018, 100% of the students scored 70% or better on the critical thinking exam question in HMT 3050. Meanwhile, in the AY 2016-2017 assessment, students failed to meet both the acceptable target and the ideal target. In comparison to AY 2016-2017’s assessment, AY 2017-2018’s data exceeds the target’s expectations and demonstrates a great improvement in student learning.

The AY 2017-2018 portion of the exam that was assessed remained at a score of 10 points, the same as in AY 2016-2017. The subject matter of the question is repeatedly taught in the course. Students completing this course should have a basic understanding of menu design and function to be prepared for careers in the hospitality industry (food is in most careers within the hospitality sector). This year’s assessment scores for this SLO demonstrate the evidence of this basic understanding for this critical thinking portion of the exam. It is vital that students develop critical thinking skills as the industry constantly requires professionals to “think on their feet”. Unfortunately, many students in the current post-secondary population seem to struggle with critical thinking skills and the goal of this SLO is to address this shortfall. Based on the AY 2017-2018 changes to the program and assessment results, our students are improving at critical thinking.

Action - Decision or Recommendation: Based on the analysis of the AY 2017-2018 results, in AY 2018-2019 the faculty will change the current critical thinking question on the HMT 3050 exam and increase its rigor. Additionally, faculty will implement additional critical thinking questions in all exams throughout the semester in the HMT 3050 course and in other courses in the HMT curriculum, since critical thinking is such a concern for the student population in general. Any changes will be data-driven in our degree program’s drive for continuous improvement.

Measure 3.2. (Direct- Graded rubric from HMT 4200)

Details/Description: Students will complete marketing research papers as a culminating project in the capstone course HMT 4200. This assignment includes both marketing research and business planning.

Acceptable Target: 60% of students will score a 70% average or better.

Ideal Target: 70% of students will score a 70% average or better.

Finding: The target was not met.

Analysis: In AY 2016-2017, the acceptable target was met. Based on the analysis of

the AY 2016-2017 assessment results, in AY 2017-2018 instructional details were

increased upon the editing of the assignment. One-on-one assistance from the

instructor was provided leading up to the due date, as well as other faculty members

providing consultation in their areas of expertise to the students. After these changes,


in AY 2017-2018, 51.7% of the students scored 70% or better on the marketing paper

in HMT 4200. This assessment year, students enrolled in the required HMT 4200

(Marketing in Hospitality Management and Tourism) did not meet the acceptable

target for the project. In AY 2016-2017, 64.2% of students scored 70% or better on the

marketing paper, a decrease of 12.5% occurred from last year to this year.

In this assignment, students incorporate and synthesize many key concepts they have learned throughout the course. The objective of the assignment is to become familiar with starting a business by gathering the necessary financing documentation, permits, licensure, legal documentation, and marketing research. This is a very large project that is repeatedly challenging for all students enrolled in the course. The total project that students must turn in is a minimum of 25 pages. While the reason for the year-to-year decrease in results is unclear, the difficulty and length of the report may contribute to year-to-year variability in the results. Additionally, students continually express that they are unsure of what they need to do for this assignment. The class size for the HMT 4200 course was large during the AY 2017-2018, and this may have also been a factor as to why students didn’t feel like they knew exactly what to do (due to many peers sharing information about the assignment that may or may not have been correct) and possibly why they didn’t receive the one-on-one instruction they may have felt that they needed.

Action - Decision or Recommendation: Based on the analysis of the AY 2017-2018 results in AY 2018-2019 the coordinator and faculty member teaching the course will consider a documented plan to be implemented to address these challenges (such as assignment length and deadlines throughout the semester) the next time the course is taught. As there is great value for the students both personally and professionally in completing the assignment, the instruction and structured deadlines for this assignment may warrant in-depth and careful consideration during these discussions. The marketing paper will remain a required assignment in HMT 4200. It may also be beneficial to re-edit the written instructions and possibly create a detailed rubric for the students.

Additionally, due to the decrease in the number of students achieving the target, the HMT faculty will meet to discuss additional analysis and recommendations before AY 2018-2019. Workloads in other courses may have to be adjusted or timed to give students more time to work on the project.

Note: Samples of students’ answers to the HMT 3050 critical thinking questions and final

marketing papers are attached on the following pages. These student artifacts are

associated SLO 3.1 and 3.2 and deal directly with the content of SLO 3.


Student Artifact 1 for SLO 3.1

Artifact 2 for SLO 3.1


Student Artifact 1 for SLO 3.2, HMT 4200














Student Artifact 2 for SLO 3.2, HMT 4200














SLO 4. Demonstrate an understanding of key concepts and issues in the hospitality management and tourism industry (Effective Fall 2017).


HMT 1000 HMT 3000 HMT 3020 CULA 3100 HMT 4030 HMT 4500

Measure: 4.1. (Direct- Results from electronic exam and/or student artifacts.)

Details/Description: The entire Hospitality Management & Tourism Knowledge Exam will be given in HMT 1000, again in HMT 3000/ HMT 3020/ CULA 3100 and lastly in HMT 4030. The following areas are covered in this exam: historical foundations of the industry, key theories and/or concepts, food safety, customer service, management, marketing, legal, and ethics.

Acceptable Target: At least 50% of students enrolled in HMT 1000 will score a 70% average or above on the exams during the semester.

Ideal Target: At least 70% of students enrolled in HMT 1000 will score a 70% average or above on the exams during the semester.

Finding: Measurement instrument in development.

Using a secondary analysis, the target was not met.

Analysis: Note: The comprehensive knowledge exam is still in development, and therefore, could not be assessed during this current period. However, the exams measuring key concepts in historical foundations of the industry were assessed from HMT 1000. 58.6% of HMT 1000 students scored an average of 70% or better across three exams for the Spring 2018 semester.

Students enrolled in the HMT 1000 course are typically freshman, and this course is the very first course in their curriculum as an HMT major. Additionally, some students from other disciplines take HMT 1000 as an elective. Although the target was not met, future assessment data will likely help in revealing the reason(s) as to why this target was not met. However, based on faculty intuition, experience, and discussion with students, it is suspected that there may be lack of motivation, adjustment to college life, and lack of maturity as part of the reason that students seem to struggle with these exams in this course. Additional assessments and research beyond this baseline year are necessary to fully determine the causes of the missed target.


Action - Decision or Recommendation: Faculty and the coordinator will monitor this set of data and have discussions to identify the suspected reasoning as to why the target was not met. As AY 2017-2018 was the first year to gather data of any sort, and the primary measurement instrument is developed and will be administered in fall 2018, as more data is needed before firm decisions should be made. However, as maturity issues and time management may play a role in students finding success on this SLO, faculty will consider ways to encourage responsible behavior among students and research ways to help students better acclimate to the expectations of university life.

Measure 4.2 (Direct- Results from electronic exam and/or student artifacts.)

Details/ Description: The entire Hospitality Management & Tourism Knowledge Exam will be given in HMT 1000, again in HMT 3000/ HMT 3020/ CULA 3100 and lastly in HMT 4030. Utilizing the electronic exam, students will be able to identify basic food safety rules/ concepts (temperature danger zone, proper handwashing techniques, cross-contamination, cooking to proper temperatures, and proper refrigeration temperatures).

Acceptable Target: At least 70% of students enrolled in HMT 4030 will score a 70% or above on all major assignments during the Spring 2018 semester.

Ideal Target: At least 80% of students enrolled in HMT 4030 will score a 70% or above on all major assignments during the Spring 2018 semester.

Finding: Measurement Instrument in development.

Using a secondary analysis, the target was met.

Analysis: Note: the comprehensive knowledge exam is developed and will be administered in fall 2018, and therefore, could not be assessed during this current period. There is no comparable data from AY 2016-2017 as this is the first assessment year in which any data was collected for this SLO. The SLO was developed in AY 2016-2017, but the measurement instrument is still in development to be implemented in AY 2018-2019.

However, the assignments measuring key concepts in historical professionalism in the industry, resume writing, and mock interviews were assessed from HMT 4030. 95.2% of HMT 4030 students scored an average of 70% or better across 11 assignments for the Spring 2018 semester. These scores serve as a placeholder assessment measure until the comprehensive knowledge exam is complete. Overall, students did very well in their average for this Spring 2018 course. They did very well with key concepts taught in the HMT 4030 class and seem well prepared for internships and job interviews. The HMT 4030 course was relatively small during AY 2017-2018 and students received a lot of one-on-one interaction with the course instructor and held many in-depth discussions on professionalism, which may provide insight as to the reason why students did so well overall.


Action – Due to the high number of students who attained the ideal target for this SLO, faculty will consider add more rigor and/or more in-depth assignments to the requirements for this course if this method of analysis is continued in place of the comprehensive HMT exam. Ultimately, a comprehensive HMT exam is the plan for collecting data corresponding to this SLO to show growth of key HMT concepts over the course of students’ college career. As this data collection was a baseline, but was not directly established by the comprehensive exam, results from the initial implementation of the comprehensive example will be analyzed in AY 2018-2019 before changes are made to the measure.

Note: The exam grades for HMT 1000 can be found on the next page. These artifacts are associated with SLO 4.2 and deal directly with the content of SLO 4.



SLO 5. Identify the strengths, weaknesses, opportunities, and threats of events produced within the HMT program. (Effective Spring 2018)

Course Map: Tied to syllabus objectives.

HMT 3050

HMT 4250 CULA 3070 CULA 3250


Measure 5.1. (Direct- Student artifacts from HMT 3050 and 4250)

Details/Description: The entire Hospitality Management and Tourism curriculum emphasizes reflection as an ongoing component of professionalism and food and event production. Students will participate in written reflection assignments after major events. These written reflection assignments are assigned and due before any oral classroom discussions take place to gather honest, open, and timely formal reflections that may not be gleaned from oral discussions in front of faculty members and peers.

Acceptable Target: At least 60% of students enrolled in HMT 3050 and HMT 4250 will identify 3 strengths and 3 weaknesses from major events in written reflection.

Ideal Target: At least 70% of students enrolled in HMT 3050 and 4250 will identify 5 strengths and 5 weaknesses from major events in written reflection.

Finding: The target was not met.

Analysis: This was the first AY in which SLO 5 was implemented. Of the 27 written reflections turned in for major events that took place during the semester (HMT International Festival held on Front Street of Natchitoches and Flavor of Louisiana), 3 students identified a minimum of 3 strengths and 3 weaknesses; 8 students identified at least 3 strengths/weaknesses, but less than 3 for the other category; and 16 students had less than 3 strengths and weaknesses identified on the reflection.

The target may not have been reached for several reasons: most of the reflections were due near the end of the semester and/or after major events and students may not have wanted to put in the effort (due to being tired) to be successful on these assignments. Although instructors made attempts to thoroughly explain in-depth reflection and what they expected to see in these assignments, students are new to written in-depth reflection and they may have struggled with the concepts.

Action - Decision or Recommendation: This is the first semester in which SLO 5 was implemented and in-depth written reflections were required of students after events. It is recommended that faculty have samples of acceptable in-depth reflections and unacceptable in-depth reflections to show and discuss with students early in the semester. Additionally, faculty will want to discuss and give examples of which aspects of the in-depth reflections that students should be thinking about and mentally noting during the events in which they participate. Students should be encouraged to write down notes and turn in these written reflections as soon as possible after the event. Due dates should be no more than 36-48 hours after the event has concluded to ensure the accuracy of responses, completeness of the assignment, and the unique perspectives that each student will likely bring to the written assignment.


Measure 5.2 (Indirect- Results from in-class student discussions, facilitated by faculty)

Details/ Description: Students enrolled in CULA 3070 and CULA 3250 will be required to participate in discussions during class as a follow up to the formal written reflection assignment.

Acceptable Target: Most students in the course (at least 60%) will be able to speak intelligently about what was done correctly from a student’s perspective and what could have been improved for the next event.

Ideal Target: All students enrolled in CULA 3070 and/or 3250 will identify strengths and weaknesses from a student work and planning perspective and provide unique insight that will create valuable advice for students executing the same event next year.

Finding: The target not met.

Analysis: 2017-2018 was the first academic year in which SLO 5 was implemented. The two events (Flavor of Louisiana and the International Festival) took place very close to each other this Spring 2018 semester. During reflections in the classroom that happened the next week following the International Festival, students had trouble recalling details of each event, distinguishing between the two events, and being prepared to offer unique insight that was not already offered by 3-5 peers who spoke up initially in the discussions. Some students (10% of the students enrolled in the course) were student leaders during the event and seemed to be more engaged at offering insights, strengths, and weaknesses that will be valuable for the next time these events are executed.

Therefore, one possible reason that the target was not met is that the events were planned too close together. In AY 2017-2018, the dates selected were unavoidable. The 2018 Flavor of Louisiana was held on Friday, March 23 in Prather Colosseum at Northwestern State University. This event requires months of preparation in order to ensure students are professionally prepared to serve and execute the event. On the following Tuesday, March 27 the International Fair of Festivals and Cuisines was held on Front Street of Natchitoches, Louisiana. Many of the students required to provide in-depth reflections for these events planned and worked both the Flavor of Louisiana and the International Festival. Many of the culinary students involved with both events worked a minimum of 12 hours each day on these events and held part-time jobs.

These events require a professional focus and demand physical labor. Students were exhausted after each event and it was compounded by the fact that both events were executed so closely together. Therefore, the close dates of these two events within five days of each other likely harmed the assessment results in AY 2017-2018.

Action - Decision or Recommendation: The next time these events are executed, it is recommended that they not be planned so close together, if possible. Additionally,


students who are engaged in leadership roles and those heavily engaged in the planning process seemed to feel engaged in the entire process and were able to offer more insight pre and post-event. Thus, the recommended goal for future experiential events is that students are engaged in as much of the planning, execution, organizing, and leadership as possible. The more students are engaged in these experiential events, the more they seem to take away from them from an educational perspective.

Comprehensive Summary of key evidence of improvement based on the analysis of results.

Hospitality Management and Tourism collected, analyzed and reported data from the program. The data was collected from various forms of written student work including a critical thinking exam question, a significant research project, written and oral presentations, resumes, and a career research assignment.

Most of the data that was collected and analyzed showed achievement in acceptable SLO targets being met. Of the ten SLO targets, five ideal targets were met, one acceptable target was met, and four targets were not met. It should be noted that SLO 4, while not fully implemented due to the measurement instrument being under development, was measured through secondary measures. AY 2017-2018 was the first year in which SLO 4 and SLO 5 were gathered. These SLOs were added to strengthen our assessment process and guide our program toward continuous improvement. SLO 1 Measure 1.1 Based on analysis of the AY 2016-2017 results, in AY 2017-2018, students were provided with in-depth examples and discussions about various career paths within the hospitality industry over the course of several introductory class meetings. SLO 1 Measure 1.2 Based on the of the AY 2016-2017 results, the following actions were taken in AY 2017-2018: students were required to submit a professional resume, search for an appropriate internship, submit the internship requirements to the instructor, and submit the corresponding resume and cover letter to the instructor in the HMT 4030 course. SLO 2 Measure 2.1 Based on the analysis of the AY 2016-2017 results, the following actions were taken in AY 2017-2018: faculty met to discuss the rubric used to assess the HMT 1000 written assignment and determined that the current rubric in place remained acceptable at this time. For the written comprehensive portfolio in HMT 4500, the faculty met and made changes to the reflection assignments in AY 2017-2018. Faculty were asked to utilize the same course shells in Moodle and were trained on providing more frequent and relevant feedback to students throughout the semester. HMT 4500 portfolio documentation and assignments were added to the HMT 4030 syllabus to provide students with a foundation of understanding for what will be required in HMT 4500. SLO 2 Measure 2.2 Based on the analysis of the AY 2016-2017 results, the following actions were taken: the faculty met to discuss the current rubric and determined no changes needed to be made. Based on the analysis of the results in 2016-2017, written and oral presentation skills have been embedded in additional courses throughout the curriculum such as CULA 3250 and CULA 3070 in AY 2017-2018. In AY 2018-2018, the faculty was asked to give details and/or rubrics to increase student


understanding of assignments, and in AY 2017-2018, 22 out of 29 students (75.8%) scored 75% or above on the oral presentation assignment in HMT 1000. In comparison with AY 2016-2017 results, students meeting the acceptable target grew from 68% to 75.8% which placed the outcome of this SLO into the ideal target range. SLO 3 Measure 3.1 Based on analysis of the AY 2016-2017 results, the faculty agreed to provide critical thinking examples throughout the semester and curriculum in AY 2017-2018. Specifically, in HMT 3050, critical thinking questions were added to every exam. More emphasis was placed on activities to promote critical thinking. As a result, in AY 2017-2018, 100% of the students scored 70% or better on the critical thinking exam question in HMT 3050. SLO 3 Measure 3.2 Based on the analysis of the AY 2016-2017 assessment results, in AY 2017-2018 instructional details were increased upon the editing of the assignment. One-on-one assistance from the instructor was provided leading up to the due date, as well as other faculty members providing consultation in their areas of expertise to the students. Hospitality Management and Tourism were moved to the College of Business and Technology in 2015. For the last twenty-plus years, HMT had been a part of the Family and Consumer Sciences Department which was accredited by the American Association of Family and Consumer Sciences. This accreditation is valid until 2018. However, HMT has started the process of finding a new accrediting body specific to the industry. The five SLOs discussed in the current academic cycle align closely with the College of Business and Technology since HMT is now a part of CoBT. However, HMT does not plan to become accredited under the School of Business’ current accreditor, AACSBI. In AY 2017-2018, HMT rewrote the comprehensive knowledge exam as the existing exam contained many questions related to both family and consumer sciences and HMT. The comprehensive HMT exam, currently under development, will be created and in practice during the Fall 2018 semester. Plan of action moving forward

These results provided several implications for hospitality management and tourism faculty. Critical thinking is a skill that faculty will be embedded in various and most courses throughout the curriculum. This skill can be developed and sharpened by utilizing many different strategies such as case studies, role playing and analyzation of course material. The students need more development in this area. Acceptable targets were met for some written and oral skills, but still leave ideal targets to be reached. Faculty will embed additional assignments in the curriculum for students to gain practice utilizing these skills. Targets were also met for the SLOs that addressed career assignments such as resumes and career goals. It is important for faculty to continue practical assignments such as these in the curriculum so that students become educated about the industry and are prepared to enter the industry.

The rigor for the career assignment needs to be improved and incorporated into an in-class assignment in the HMT 1050 (Professionalism in HMT) course to engage students with the industry’s career possibilities fully. Faculty will create an assignment in which students can identify careers within the industry, the skills needed for the


various careers they’ve identified, and then go more in-depth to explore which careers they may be likely to pursue based on their interests. Faculty will also incorporate a guest- lecturer component to this assignment/ activity so that students can hear about career opportunities first-hand instead of merely researching them. This assignment could be divided into three different sections throughout the semester to coincide with the lectures that discuss the opportunities available in the industry.

The professional resume assignment will remain in the HMT 4030 curriculum as students are preparing for HMT 4500, their internship. The resume writing process requires several submissions to the professor and edits before final approval. This process will be better documented to show the students’ progress and understanding throughout.

For the HMT 1000 final written research project and oral presentation proceeding that project, faculty will meet to consider the factors to mitigate the issues of students failing to turn in their final written assignments and completing their oral presentations. This is a freshman level course and some students are still adjusting to college-level school work. Faculty need to continually examine how to keep the students engaged and aid in their success in this course. One suggestion faculty will consider a digital project or non-traditional method of the student’s choice to achieve the same goal as the key concepts that are supposed to be learned during these assignments.

For written and oral communication requirements in HMT courses, faculty will clearly state their expectations for each assignment repeatedly and post written expectations in Moodle so that students are able to access and reiterate expectations even when the instructor isn’t present. Additionally, faculty will consider developing rubrics, providing examples of successful written and oral communication assignments, providing “what not to do” lists, and other forms of communicating their expectations to empower students for success on these assignments. It is noted that some students within our department struggle considerably with both written and oral communication. Faculty should be providing documentation within the HMT building and/or in Moodle so that students know how to contact the NSU writing center and tutors for any needs that they may have for help with these assignments. For especially extensive written assignments, it is highly recommended that the sections of the papers be broken into deadlines throughout the semester, faculty provides timely feedback for each section turned in, and then students turn in a final product at the end of the semester which should incorporate the provided feedback. This avoids the burden on the students and the faculty member for producing and evaluating a very large product often due at the end of the semester.

Due to the increased number of SLO targets not being met during the AY 2017-2018, the following changes will be made as they relate to each SLO:

Measure 1.1 Faculty will add more rigor to the assignment by adding a job description

and skill component to the assignment in which students will have to

conduct further research. Faculty should vary written assignments and in-

class exercises amongst the introductory courses (HMT 1000 and HMT

1050) to avoid repetition.


Measure 1.2 Students will be provided with past student resumes analyzing based on

both good and bad examples. Additionally, students will be encouraged to

work one-on-one with faculty members to receive input on their resumes

edits. The point value for the assignment will also be increased and start the

project earlier in the semester will give more time for revision and edits,

which will enhance the learning process.

Going forward, the same HMT instructor will teach the course instead of

rotating instructors

Measure 2.1 HMT 4500 portfolio documentation and required assignments will be added

to the HMT 4030 syllabus. The HMT 4030 instructor will provide training and

detailed explanation of how to successfully complete the HMT 4500

portfolio. The HMT 4030 instructor will provide training and detailed

explanation of how to successfully complete the HMT 4500 portfolio.

Measure 2.2 Faculty will increase use of oral and written reports throughout the

curriculum. Faculty will give accompanying details and/or rubrics to increase

student understanding of assignments. Faculty will meet with HMT 4500

students throughout the semester to check for understanding and ongoing

expectations of the documentation and portfolio building process.

Additionally, students will receive professional examples of oral speaking

through increased guest speakers and engagement with professionals

during the HMT Career Forum to be held in Fall 2018.

Measure 3.1 Faculty will provide critical thinking examples throughout the semester and

curriculum. Specifically, in HMT 3050, critical thinking questions will be

added to every exam. More emphasis will be placed on activities to promote

critical thinking. Critical thinking will need to be embedded and/or become

more prominent in introductory courses of the curriculum. Both written and

expressed reflection in oral discussions helps develop critical thinking skills.

Faculty will discuss the incorporation of additional reflections into more

courses in the HMT curriculum and how to document these discussions

and/or written assignments in a common method. Additionally, all faculty

will emphasize the importance of reflection to HMT professionals and

demonstrate its usefulness often.

Measure 3.2 Faculty will continue to support students one-on-one with this assignment.

A detailed written set of instructions and possibly a rubric will be provided

to the students. Moving forward, faculty will meet to consider altering the

deadlines of this project from one final deadline to deadlines throughout the

semester. Additionally, the faculty will meet to discuss the instruction

provided regarding the project and the development of a rubric to aid

students in their understanding of the instructions of the project.

Measure 4 The comprehensive exam was created, stored electronically, and housed in

an online platform in which students and faculty can easily access the exam.

Measure 5 In-depth reflections will continue in HMT courses throughout the curriculum

and faculty will discuss them providing detailed instructions before students

are required to submit written reflections. Also, faculty will discuss


reflections in class after written reflections have been submitted. Moving

forward, in-depth reflection and documentation of these reflections will be

implemented throughout more HMT courses throughout the curriculum. In-

depth self-reflection aids in the development of professionalism and

students be instructed on the importance of this practice. The timing of

campus events and assignment due dates will also be reviewed for

scheduling problems that may affect student learning results.

Last, it should be noted that HMT will transition to a new accrediting body soon. Changes to our assessment program may be necessary to better align with the new accreditation agency’s requirements and additional time may be required to implement such changes. However, this is only a precautionary statement as those requirements are currently unknown.

Documents

AY 2017-2018 Assessment - Northwestern State University...AY 2017-2018 Assessment The data shows that all students enrolled in HMT 1050 (Professionalism in Hospitality Management and